Despite overall trends toward increasing student diversity, geographic areas in the United States vary widely in their ethnic composition. In areas where the population is predominately European American, grasping a realistic meaning of "multiculturalism" can be difficult. Often, interpretations of the concept result in a mix of classroom activities emphasizing Black History Month, illustrating how different cultures celebrate Christmas, and tasting food from different countries. At best, educators recognize the lack of true multicultural understanding; and at worst, they stereotype various cultures in terms of language, ethnicity, and traits. The intent of this article is to illustrate the necessity of tying instructional design to a valid working definition of multicultural education--one that is transformative and results in an improved quality of life for everyone. The increases of the nation's students of color reaffirm a needed commitment to educational programs that appropriately reflect the racial, ethnic, and cultural diversity within the United States and the world.